Intellectual Disability Part 2: Assessing Intellectual Functioning and Adaptive Behavior

Outline:

Section 1: Introduction

About This Course

Learning Objectives

Section 2: Assessment of Intellectual Functioning and Adaptive Behavior

Meet Andre

Definition and Nature of Intelligence

Intelligence as a Single Trait

Multi-Trait Hierarchical Phenomenon

Multiple Intelligences

Exercise: Testing Yourself on the Frameworks Used to Define Intelligence

Summary

Section 3: Limitations, Issues, and Guidelines

Significant Limitations in the Operational Definition of Intellectual Functioning

Issues and Guidelines Regarding the Measurement of Intelligence and the Interpretation of IQ Scores

Measurement Error

Test Fairness

The Flynn Effect

Comparability of Scores from Different Tests

Practice Effect

The Utility of Scores at the Extreme Ends of a Distribution

Extreme Scores

Diagnosis of ID is Protected from Extreme Scores

Determining a Cutoff Score

Evaluating the Role that an IQ Score Plays in Making a Diagnosis

Assessor Credentials

Test Selection

Assisting Christina

Summary

Section 4: Additional Assessment of Intellectual Functioning and Adaptive Behavior

A Definition of Adaptive Behavior

A Brief History of Why Adaptive Behavior is Included in the Diagnosis of ID

Adaptive Behavior and Standardized Measures

What to Consider When Assessing Adaptive Behavior

Summary

Section 5: Standardized Measures and Focus on Typical Performance

Use Standardized Measures

Focus on Typical Performance

Use Knowledgeable Respondents

When Standardized Assessments Cannot Be Used

Guidelines for When Standardized Assessments Cannot Be Used

Use of Standard Error of Measurement in Score Interpretation

Adaptive Versus Problem Behavior

Selection of Adaptive Behavior Measures

Summary

Section 6: Technical Adequacy and Standards

Technical Adequacy

Technical Standards for Adaptive Behavior Assessment Instruments

Appropriateness of the Measure for the Individual

Multi-Method Approaches to Measurement

Use of Self-Ratings

Individual’s Physical Condition and Mental Health  

Identifying Factors that Influence Adaptive Behavior Scores

Guidelines for Selecting an Adaptive Behavior Scale for the Purpose of Diagnosing ID

Summary

Section 7. Future Considerations

Future Considerations

Exercise: Selecting the Appropriate Standardized Measure of Adaptive Behavior

Adele’s Adaptive Behavior Scale

Summary

Section 8: Conclusion

Summary

Course Contributors

Resources

References 

Myra Lavenue has 16 years of experience creating educational material for online training, classroom training, technical manuals, user’s guides, quick-start guides, job aids, posters, video scripts, and newsletters. Her primary goal when developing instructions is always to write clearly, inform the reader, and engage the reader’s interest by using a voice the reader can relate to. Her customers have included Albertina Kerr Centers, Multnomah County (Oregon), Qwest Communications, American Express, Bellcore, AT&T, Intel Corporation, LAIKA Studios, Hewlett-Packard, The Gap, ACT Inc., John Deere, Rite Aid, and more. She has a BA in Biology from the University of Chicago, and a Master’s in Communications from New York University. Disclosure: Myra Lavenue, M.A. has no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.

The American Association on Intellectual and Developmental Disabilities (AAIDD) stands at the forefront of defining what constitutes intellectual disability. AAIDD promotes the vision that with appropriate supports, you can enhance a person with an intellectual disability’s ability to function in society of a person with intellectual disability. Disclosure: American Association on Intellectual and Developmental Disabilities has no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.